• 디지털융복합연구
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• 제18권6호
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• pp.81-91
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• 2020

본 연구 목적은 대학 교양영어 수업에 활용 가능한 소집단 협동학습 수업 프로그램을 적용하여 소집단 협동학습이 영어 독해력과 영어 읽기동기에 미치는 영향과 소집단 협동학습 인식변화를 분석하는데 있다. 이러한 연구목적을 달성하기 위해, 충청북도의 4년제 종합대학교의 필수 교양영어 수업에 참여한 신입생 62명을 연구대상으로 2019년 9월 2일에서 12월 13일까지 실험반(34명)은 협동학습을 기반으로 한 맞춤식 소집단 협동학습으로 수업을 진행하고, 통제반(28명)은 전형적인 강의식 수업으로 진행하였다. 학습자들의 영어 능력은 학업 숙달도 영역을 영어 독해력으로, 정의적 영역은 영어 읽기 동기로 나누어 실험하였으며 실험 전 학습자들의 영어 독해력은 국가 수준 교육 성취도 평가문제를 발췌하여 측정하였다. 연구결과는 다음과 같다. 첫째, 소집단 협동학습을 적용한 집단의 영어 독해력 점수와 소집단 협동학습을 적용하지 않은 집단의 영어독해력 점수는 통계적으로 유의미한 차이가 있다는 것을 발견하였다. 둘째, 소집단 협동학습을 적용한 집단의 영어 읽기동기 점수와 적용하지 않은 집단의 영어 읽기동기점수는 통계적으로 유의미한 차이가 있다는 것을 발견하였다. 셋째, 소집단 협동학습을 적용한 집단의 인식변화가 실험 전과 실험 후에 통계적으로 유의미한 차이가 있다는 것을 발견하였다. 본 연구는 대학 교양영어 수업 시 대학생들 간의 협동학습을 통해 영어 독해력, 영어 읽기동기, 협동학습 인식이 상승했으며, 이를 통한 자아정체성, 자신감 등에 긍정적 영향을 주는 것으로 나타났다.

• The Journal of Korean Physical Therapy
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• 제31권4호
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• pp.212-215
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• 2019

Purpose: This study examined whether there is a difference in motor learning through short-term repetitive movement practice in stroke survivors with a unilateral brain injury compared to normal elderly participants. Methods: Twenty-six subjects who were divided into a stroke group (n=13) or sex-aged matched normal elder group (n=13) participated in this study. To evaluate the effects of motor learning, the participants conducted a tracking task for visuomotor coordination. The accuracy index was calculated for each trial. Both groups received repetitive tracking task training of metacarpophalangeal joint for 50 trials. The stroke group performed a tracking task in the upper extremity insi-lesional to the damaged hemisphere, and the normal elder group performed the upper extremity matched for the same side. Results: Two-way repetitive ANOVA revealed a significant difference in the interactions ($time{\times}group$) and time effects. These results indicated that the motor skill improved in both the stroke and normal elder group with a tracking task. On the other hand, the stroke group showed lesser motor learning skill than the normal elder group, in comparison with the amount of motor learning improvement. Conclusion: These results provide novel evidence that stroke survivors with unilateral brain damage might have difficulty in performing ipsilateral movement as well as in motor learning with the ipsilateral upper limb, compared to normal elderly participants.

• 인간식물환경학회지
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• 제21권6호
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• pp.523-532
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• 2018

In order to actively apply horticultural therapy to vocational education base schools, this study applied the learning theories based on behaviorism, cognitivism, and constructivism to improve the vocational skills of high school students with intellectual disabilities. The horticultural therapy program was carried out in total 12 sessions with three groups composed of 20 students each: 20 in the control group, 20 in the experimental group with a normal horticultural program, and 20 in the experimental group with a horticultural therapy program which applied the learning theories based on behaviorism, cognitivism, and constructivism. The results were analyzed with SPSS 12.0 using the Interpersonal Negotiation Strategies evaluation tool. The study found that in terms of interpersonal relationship, there was no significant difference between the pre and post tests within each group. However, in the post tests among the three groups, there was no significant difference between control group and experimental group with normal horticultural program (p=.82), but there was a significant difference between the control group and experimental group with the horticultural therapy program applying the learning theories based on behaviorism, cognitivism (p=.03). This proved that the horticultural therapy program applying the learning theories based on behaviorism, cognitivism is effective for improving interpersonal relationship. Ultimately the program is expected to be continuously, and systematically improved and applied as a learning method contributing to developing the basic vocational skills of persons with intellectual disabilities.

• 한국콘텐츠학회논문지
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• 제17권12호
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• pp.330-338
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• 2017

본 연구는 간호학 전공수업에 적용한 블렌디드 러닝이 간호학과 학생들의 학업성취도와 자기주도적 학습 능력에 미치는 효과를 규명하기 위한 비동등성 대조군 전후설계 실험연구이다. 연구대상은 J도에 소재한 4년제 간호학과 3학년 중 실험군 75명, 대조군 70명으로 총 145명이었다. 총 15주 동안 블렌디드 러닝을 실시하였으며 실시 전과 후에 자기주도적 학습능력을 측정하였고 중간고사, 기말고사를 통해 학업성취도를 측정하였다. 측정된 결과는 $x^2$-test와 Fisher's exact test, t-test, paired t-test로 분석하였다. 연구결과 블렌디드 러닝은 학습계획, 학습실행, 학습평가로 구성된 자기주도적 학습능력을 증진시켰고 기말고사에서 학습자의 학업성취도를 높여주었다. 그러므로 본 연구는 학습방법으로의 블렌디드 러닝이 학생들의 간호학 전공수업에 효과적임을 파악한 점에서 연구의 의의를 지니며, 향후 간호관련 전공학문 분야의 효과적인 교수법으로 확대적용 할 수 있을 것으로 기대한다.

• 한국간호교육학회지
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• 제25권3호
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• pp.277-288
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• 2019

Purpose: This study aimed to examine the effects of team-based learning using concept mapping on critical thinking disposition and metacognition on college of nursing students. Methods: A non-equivalent control group pretest-posttest design was used. The experimental group was provided team-based learning using concept mapping. The control group was provided team-based learning. A total of 77 nursing students participated. Results: The experimental group increased significantly in critical thinking, however, there were no significant differences in critical thinking or metacognition between the two groups. The four essential themes extracted were as follows: (1) Expanding the scope of thinking; (2) Strengthening learning competency; (3) Enhancing communication skill; and (4) Burden of new learning method. Conclusion: The findings indicate that team-based learning using concept maps may be an effective teaching-learning method for nursing students.

• 수산해양교육연구
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• 제26권6호
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• pp.1425-1434
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• 2014

The purpose of this study was tried to identify the effect of nursing students' learning motivation in microbiology through microbiology laboratory practice based on the Keller's ARCS model. In order to achieve this research, this study was designed a quasi-experimental pre-post tests control group. Experimental group received a microbiology theory and practice based on ARCS model and control group received microbiology theory only. To identify the microbiology learning motivation effect to nursing student, we measured learning motivation by Keller's ARCS model that consisted of attention, relevance, confidence, and satisfaction. The major results of the experimental group showed significantly higher level of total learning motivation and all four subcategories compared to control group. Based upon the above results, microbiology laboratory practice might be beneficial for the nursing students to motivate microbiology learning.

• 한국가정과교육학회지
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• 제12권2호
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• pp.65-79
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• 2000

The purpose of this study was to suggest the most effective method of group formation necessary fro the cooperative learning of the home economics in the middle school. For this purpose, 12 classes students in the 3rd grade of a middle school in Inchon City have been divided as 3 groups: 4 classes were consisted of the groups by the records, 4 classes by close friend. and 4 classes by lot. The STAD method of the cooperative learning methods has been evenly introduced to all 12 classes for 10 hours in 10 weeks. After those sessions. some questionnaires asking . and were collected from all students, Data, which were analyzed by the method of group formation for male and female students groups, showed following results: 1. The most effective group forming method was the group consisted by lot. This group was more effective than the group by close or the group by records. 2. While male students were influenced by the group forming method in the cooperative learning. female students were not. 3. More activity of the groups resulted more effects of the cooperative learning and made more positive attitude to the study of the home economics, and thus. teachers should care for the activity of each to make the students cooperative and to activate in the class.

• 한국학교수학회논문집
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• 제10권1호
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• pp.71-89
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• 2007

본 연구는 피드백 집단(과제 평가 결과에 따른 교정 피드백 집단 I, 단계 분기의 피드백학습 집단 II)과 일반학습 집단(집단 III)간의 수학 성취도와 수학에 대한 태도의 변화를 조사하였다. 수학 성취도에서, 피드백 집단(집단 I, 집단 II)은 일반학습 집단(집단 III)보다 향상을 보였으나(p<.05), 집단 I과 집단 II간에는 유의한 차이가 없었다 (p>.05). 그리고 하 수준에서 피드백 집단(집단 I, 집단 II)과 일반학습 집단(집단 III)간에는 유의한 차이가 있었지만(p<.05), 상 수준에서 피드백 집단(집단 I, 집단 II)과 일반학습 집단(집단 III)간에는 유의한 차이가 없었다(p>.05). 수학에 대한 태도에서, 피드백학습 집단(집단 I, 집단 II)은 일반학습 집단(집단 III)보다 향상을 보였으나(p<.05), 집단 I과 집단 II간에는 유의한 차이가 없었다(p>.05). 수학 성취수준(상 하위수준)에 따라서는, 집단 I과 집단 II간에는 유의한 차이가 없었지만(p>.05), 피드백 집단(집단 I, 집단 II)과 일반학습 집단(집단 III)간에는 유의한 차이가 있었다(p<.05).

• 컴퓨터교육학회논문지
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• 제5권2호
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• pp.91-100
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• 2002

본 연구는 웹을 활용한 자기 주도적 학습이 학생들의 학업 성취도 및 학습태도에 미치는 영향을 분석하였다. 연구대상은 전남 순천시 H고등학교 1학년 중 실험집단 33명, 비교집단 33명으로 총 66명을 대상으로 하였다. 실험집단은 자기 주도적 학습방법을 실시하였고, 비교집단은 교사 주도적 학습방법을 실시하였으며, 실험결과는 SPSS 프로그램을 이용하여 분석하였다. 자기 주도적 학습은 교사 주도적 학습보다 학생들의 학업성취도를 향상시키는 것으로 나타났으며, 학업성취도에 있어서는 원리적 지식보다 개념적 지식이 더 많이 향상되었다. 또한 자기 주도적 학습은 교사 주도적 학습보다 학생들의 학습태도를 향상시키는 것으로 나타났다.

• 아동학회지
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• 제32권1호
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• pp.1-11
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• 2011

This aim of this study was to investigate the effects of the music appreciation teaching-learning method on the musical ability of young children. The music appreciation activities were developed firstly in consideration of the 4 steps of the learning cycle (recognition, exploration, inquiry, application). One group was then taught music appreciation, taking into account the learning cycle. The results were then compared with another comparative group in terms of musical ability. The results indicated that the musical ability sum of the treatment groups improved more than the comparative group. More specifically, the treatment group for four-year-olds was seen to have improved significantly more than the comparative group in terms of musical ability. These results indicate that this music appreciation teaching-learning method has a number of positive effects upon young children`s musical ability. Therefore, it is suggested that kindergarten teachers conduct instruction with an appropriate accompanying learning cycle as part of the teaching-learning method when it comes to improving the musical ability of young children.